Browsing Celebration of Teaching & Learning Symposium by Author "Hall, Melissa"
Course Design: Mapping the CourseBeckham, Roxanne; Reidford, Kathy; Hall, MelissaFocus: A map, or grid, has historically been utilized to design and represent an academic program curriculum. A course map, evolved from the program curriculum map model, provides a visual checklist to support online course development. Context: A graduate level course must be designed to meet professional accreditation standards, best practice standards, and the diverse learning needs of the students. The ideal course map design flows in a well thought out manner that addresses all crucial topical components while avoiding non-essential components or redundancies. The well detailed course map clearly reflects how each course objective is linked to specific practice standards. In addition, each course assignment, which can be designed in a flexible manner to meet unique student needs, is defined by the specific course learning objectives to be achieved. Approach: The course map is designed by faculty to serve as a convenient visual representation for the student to link overall course objectives to course assignments. The course map, presented to the student along with the course syllabus, also displays the weighted percentage for each assignment from the potential total score of the course so students can easily identify topical priorities. Discussion: The course map is currently being used with several online graduate nursing courses. During spring semester 2017, student in the graduate level nursing informatics course will be given an assignment to interact with the course map to design a learning objective specific to the chosen nursing specialty. This mapping process is also being introduced to all nursing faculty during an end of semester retreat.
It Takes a Team to Teach TeamworkKalb, Elizabeth; Chen, Chen; Rinks, Bonnie; Opatrny Pease, Marie; Rathee, Ekka; Hall, Melissa; Kalb, Elizabeth; Chen, Chen; Rinks, Bonnie; Opatrny Pease, Marie; et al.Evidence supports reduced medical error when teamwork is the base for collaborative decision making. Interprofessional education (IPE), which is when students from two or more professions learn from one another and effectively collaborate to improve outcomes, has become a standard in health profession education. There are multiple ways of integrating this approach into curricula, but there must be cooperation, collaboration and coordination among educators in different disciplines to make it possible. This presentation will provide an overview of a coordinated team effort on the part of faculty to bring together students from different healthcare approaches and different disciplines within the university to work as teams in primary care clinics. This collaboration will help students (a) develop an appreciation of what each discipline contributes to improve patient care, and (b) work together as a team to plan recommendations for patients and families for the purpose of improving health and lifestyle. Graduate students in social work and different specialties within the graduate nursing program have been involved. The focus of the presentation will be the strategies used to motivate students to come together across disciplines and collaborate. This includes an overview of TeamSTEPPS® training during an eight-hour orientation to the project, design and promotion of learning modules to be used by the IPE teams while in clinics, use of case studies to form collaborative interaction among students, scheduled pharmacology consultations for the IPE teams with a pharmacist, and recruitment of students through development of a class that promoted the importance of IPE along with student reflection. Since January 2017, 18 student teams have worked together at different community sites established through academic partnerships. These student teams as well as site personnel have provided valuable feedback to the project team regarding their experiences. Student feedback has helped in understanding how better to motivate and enhance student learning for the future of the IPE project.